CBSE Class 10 Social Science Development, Resources, Power Sharing, Federalism and Nationalism in Europe (Revision) Worksheet Set 01

Answer: Development means improvement in the living conditions of people and in their quality of life. It is the achievement of the goals that people set for themselves.
Features: 1. Different people have different developmental goals, and what is development for one may be destructive for another. 2. People look at a mix of goals such as income, security, equal treatment and freedom, so development is judged on many criteria and not on income alone.

Teacher's Note:
1. Development means different things to different people.
2. It is not measured by income alone.

Answer: The Human Development Report is published by the United Nations Development Programme (UNDP). Its human development index is based on three indicators:
1. Health: the life expectancy at birth.
2. Education: the expected and the mean years of schooling.
3. Standard of living: the per capita income, adjusted for purchasing power.

Teacher's Note:
1. The HDR compares countries on health, education and income.
2. India ranks in the middle of the list.

Answer: 1. Build or improve irrigation facilities (wells, tanks and canals), so that farmers can grow more than one crop and need more labour.
2. Provide cheap loans and fair marketing for farmers and small businesses.
3. Develop agro-processing industries such as food processing and dairies, and small-scale and cottage industries near villages.
4. Provide guaranteed employment in public works under schemes like the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), which assures 100 days of work in a year.

Teacher's Note:
1. Rural jobs grow when farming and small industries receive support.
2. The government can also create work directly.

Answer: 1. Services such as hospitals, education, post and telegraph, police, courts, transport, banks and insurance are basic services that every developing country needs.
2. Development of agriculture and industry creates a demand for transport, trade and storage services.
3. With rising income, people want more services such as eating out, tourism, shopping and private hospitals and schools.
4. New services based on information and communication technology, such as call centres and software, have become very important.

Teacher's Note:
1. The growth of income raises the demand for services.
2. Information technology has also added many new service jobs.

Answer: The organised sector covers those enterprises or places of work where terms of employment are regular and people have assured work. It is registered with the government and follows its rules and regulations, such as the Factories Act and the Minimum Wages Act.
Working conditions: fixed working hours and overtime payment, paid leave, provident fund, gratuity, pension, medical benefits and job security.

Teacher's Note:
1. The organised sector offers secure jobs with benefits.
2. Workers there are protected by law.

Answer: 1. Primary sector: produces goods by exploiting natural resources, such as agriculture, dairy, fishing and forestry.
2. Secondary sector: natural products are changed into other forms through manufacturing, such as making cloth, sugar or steel.
3. Tertiary sector: activities that help in the development of the other two sectors and produce services, such as transport, banking, trade and teaching.

Teacher's Note:
1. The sectors are classified by the nature of their activities.
2. They depend on one another.

Answer: Some regions are rich in resources but others are poor.
1. Jharkhand, Chhattisgarh and Madhya Pradesh are rich in minerals and coal deposits.
2. Arunachal Pradesh has abundant water resources but lacks infrastructure.
3. Rajasthan has plenty of solar and wind energy but lacks water.
4. The cold desert of Ladakh is rich in cultural heritage but has very little water and few other resources.
This is why careful resource planning is needed.

Teacher's Note:
1. Resources are not spread evenly across India.
2. Planning helps to use them for balanced development.

Answer: 1. Identification and inventory of resources across the regions of the country, through surveying, mapping and estimating their quality and quantity.
2. Evolving a planning structure with suitable technology, skill and institutional set-up for implementing the plans.
3. Matching resource development plans with the overall national development plans.

Teacher's Note:
1. Planning begins with knowing what resources are available.
2. It ends with linking the plans to national goals.

Answer: 1. It is the most widespread soil in India, formed by deposits of the Indus, Ganga and Brahmaputra rivers.
2. It contains a proper mix of sand, silt and clay.
3. It is rich in potash, phosphorus and lime, but poor in nitrogen and humus.
4. It is highly fertile and good for sugarcane, wheat, rice and other crops; soils in drier areas are more alkaline.

Teacher's Note:
1. Alluvial soil is brought by rivers.
2. It is the most fertile soil of India.

Answer: 1. Contour ploughing: ploughing along the contour lines slows the flow of water down the slope.
2. Terrace farming: cutting steps on slopes restricts erosion.
3. Shelter belts: planting rows of trees to break the force of the wind.
Strip cropping and mulching are also useful methods.

Teacher's Note:
1. These methods slow down water or wind and so protect the topsoil.
2. Contour ploughing and terracing are used on slopes.

Answer: Movements: the Narmada Bachao Andolan and the Tehri Dam Andolan.
Reasons: 1. Dams displaced large numbers of local people from their land and homes, often without proper compensation.
2. They caused loss of forests and fertile land and harmed biodiversity.
3. Irrigation was often limited to a few farmers, while it led to water-logging and salinity in some areas.

Teacher's Note:
1. People protested because of displacement and environmental damage.
2. Dams benefit some groups but harm others.

Answer: 1. Fresh water is limited, while demand for it is growing because of the rising population, irrigation, industry and urban use.
2. Over-exploitation and wasteful use of groundwater lowers the water table in many regions.
3. Water is polluted by industrial and domestic wastes, fertilisers and pesticides, which reduces the availability of usable water.
4. Water scarcity affects agriculture, health and the economy, so conservation is needed for sustainable development.

Teacher's Note:
1. Usable water is limited and it is getting polluted.
2. Conserving it is vital for future needs.

Answer: Bamboo drip irrigation is a 200-year-old system of tapping stream and spring water by using bamboo pipes, practised in Meghalaya.
Features: 1. About 18 to 20 litres of water entering the bamboo pipe system at the higher point is reduced by distribution to 20 to 80 drops per minute at the plant site.
2. Bamboo pipes of different diameters and lengths carry the water by gravity to fields, even across long distances, at very low cost.

Teacher's Note:
1. This traditional system saves water and costs little.
2. It uses gravity to move water.

Answer: In 1956, an Act was passed by the Sri Lankan Parliament to recognise Sinhala as the only official language, thus disregarding Tamil. The government also followed preferential policies that favoured Sinhala applicants for university positions and government jobs, and a new constitution stated that the state should protect and foster Buddhism.

Teacher's Note:
1. The 1956 Act was a majoritarian measure.
2. It made Tamils feel left out and led to tension.

Answer: The Union List includes subjects of national importance such as defence, foreign affairs, banking, communications and currency. Only the Union government can make laws on them.

Teacher's Note:
1. The same law is needed for the whole country on these matters.
2. That is why they are with the Centre.

Answer: Demands: 1. Recognition of Tamil as an official language along with Sinhala. 2. Regional autonomy for the areas where Tamils live. 3. Equal opportunities in education and jobs.
Struggle: Tamils' demands were ignored, so they began protest movements; later they demanded a separate state, Tamil Eelam, in the north and east of Sri Lanka, and the conflict grew into a civil war.

Teacher's Note:
1. The Tamils' peaceful demands were ignored by the government.
2. This led to a long civil war.

Answer: 1. State List: contains subjects of state and local importance, such as police, trade, commerce, agriculture and irrigation. Only the state government can make laws on them.
2. Concurrent List: contains subjects of common interest to both the Union and the State governments, such as education, forests, trade unions, marriage, adoption and succession. Both can make laws, but if there is a conflict the law made by the Union government prevails.

Teacher's Note:
1. The State List is the exclusive area of the states.
2. In a clash on the Concurrent List, the Union law overrides.

Answer: 1. Horizontal sharing among different organs of government (legislature, executive, judiciary), as in the checks and balances in India.
2. Vertical sharing among governments at different levels, as between the Union, state and local governments in India.
3. Sharing among social groups, such as reserved constituencies for SCs and STs in India, or community government in Belgium.
4. Sharing among political parties, pressure groups and movements, through competition, for example coalition governments.

Teacher's Note:
1. Power can be shared among organs, levels, groups and parties.
2. All of them reduce the concentration of power.

Answer: An ideal federal system has both mutual trust and agreement to live together, and power is shared between the two levels.
Features: 1. There are two or more levels of government. 2. Each tier has its own jurisdiction in matters of legislation, taxation and administration. 3. The jurisdiction of each level is specified in the Constitution. 4. The Constitution cannot be changed unilaterally by one level, and courts settle disputes between levels. 5. The sources of revenue for each level are clearly specified.

Teacher's Note:
1. Federalism needs clear division of powers and mutual trust.
2. Courts settle disputes between the levels.

Answer: Liberal nationalism spread in the middle-class societies of the German states, Italy and other parts of Europe in the early nineteenth century. It stood for freedom of the individual and equality before the law, a government by consent, a constitution and representative government through parliament. In economics, it stood for freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.

Teacher's Note:
1. Liberal nationalism was supported by the new middle classes.
2. It joined political and economic freedom.

Answer: An allegory is a symbolic representation in which an abstract idea such as liberty, justice or the nation is expressed through a person or a thing. For example, in the nineteenth century, artists personified the nation as a female figure like Marianne in France and Germania in Germany.

Teacher's Note:
1. Allegories made abstract ideas easy to understand.
2. A female figure was often used for the nation.

Answer: Germania was the female figure that represented the German nation.
1. The crown of oak leaves stood for heroism.
2. The black, red and gold tricolour was the flag of the liberal-nationalists in 1848.
3. The broken chains stood for freedom being won.
4. The sword stood for readiness to fight.
5. The olive branch around the sword stood for the willingness to make peace.

Teacher's Note:
1. Each symbol carried a message about unity and freedom.
2. Germania was shown with a breastplate bearing an eagle, the German empire's emblem.

Answer: Italy was divided into seven states in the middle of the nineteenth century. Only one, Sardinia-Piedmont, was ruled by an Italian princely house. The north was under Austrian Habsburgs, the centre was ruled by the Pope, and the southern regions were under the Bourbon kings of Spain. Even the Italian language had many regional and local variations.

Teacher's Note:
1. Italy had no political unity before 1861.
2. Foreign powers ruled many parts of the land.

Answer: 1. Giuseppe Mazzini founded the secret society Young Italy in Marseilles and strove for a unitary republic, which inspired the Italian people, though his efforts failed.
2. Count Cavour, Chief Minister of Sardinia-Piedmont, led the movement through diplomacy and an alliance with France, and defeated the Austrian forces in 1859.
3. Giuseppe Garibaldi led armed volunteers (the Red Shirts) in 1860 into southern Italy and the Kingdom of the Two Sicilies and won the support of the local peasants, completing the unification.

Teacher's Note:
1. The three leaders worked in different ways.
2. Together their efforts led to a united Italy in 1861.

Answer: The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro, whose inhabitants were called the Slavs.
1. A large part of the Balkans was under the control of the Ottoman Empire, which was disintegrating, and the Balkan peoples struggled for independence.
2. The Slavs claimed that they had to be independent on the basis of nationality.
3. The Great Powers (Russia, Germany, England, Austro-Hungary) each wanted to control the region, which led to rivalry and several wars and finally the First World War.

Teacher's Note:
1. The Ottoman Empire was weakening, which encouraged Balkan nationalism.
2. Great power rivalry made the region explosive.